Abstract
This article summarizes an extended study carried out by Oberlin College, Ohio. Bright thirteen-year old black pupils were randomly assigned to experimental and control groups. The experimental group was given compensatory instruction until they were of college age. Comparisons with the control group showed that nearly all of these pupils — from backgrounds where completing secondary school and attending college are both unexpected — entered college.
Zusammenfassung
Dieser Artikel gibt die Kurzfassung einer Längsschnittstudie, die vom Oberlin College, Ohio, ausgeführt wurde. Intelligente dreizehnjährige schwarze Schüler wurden nach dem Zufallsprinzip einer experimentellen oder Kontrollgruppe zugeordnet. Die experimentelle Gruppe erhielt kompensatorischen Unterricht, bis ihre Mitglieder das College-Alter erreichten. Ein Vergleich mit der Kontrollgruppe zeigte, dass beinahe alle diese Schüler — aus einem Milieu, in dem sowohl der Sekundarabschluss als auch Collegebesuch unerwartet sind — in ein College eintraten.
Résumé
Cet article résume une étude longitudinale faite par le College Oberlin, Ohio. Des élèves noirs intelligents âgés de treize ans furent confiés au hasard au groupe expérimental et au groupe de contrôle. Ceux du groupe expérimental recevaient une éducation compensatoire jusqu'à l'âge pour accéder à l'éducation supérieure. La comparaison avec le groupe de contrôle montrait que presque tous les élèves — de formation et de niveau où on ne s'attend pas qu'ils terminent l'école secondaire et qu'ils fréquentent l'université — entrèrent à l'université.
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Laycock, F., Yinger, J.M. & Ikeda, K. College entrance programs of compensatory education: Experience in the U.S.A.. Int Rev Educ 21, 301–310 (1975). https://doi.org/10.1007/BF00615651
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DOI: https://doi.org/10.1007/BF00615651